Autism Education Facilities Sarasota FL

Local resource for autism education facilities in Sarasota, FL. Includes detailed information on local businesses that provide access to Autism Spectrum Disorders clinics, distance learning labs, autism education programs, sensory gyms, and on-site workshops, as well as advice and content on autism educational training.

Ave Maria Preparatory School
(941) 952-9394
201 South Tuttle
Sarasota, FL
Support Services
Academic Assessments, Activities, Aquatic Therapy, Art Therapy, Assistive Technology, Behavorial Intervention, Career Counseling, Disability Advocacy, Early Intervention, Education, FastForword, Independent Living Centers, Interactive Metronome, Legal Services, Lindamood Bell, Music Therapy, Occupational Therapy, Pet Information & Service Dogs, Private School (Integrated), Private School (Multi-disability), Psychological Counseling, Research, Sensory Integration, Social Skills Training, Speech &
Ages Supported
1-5 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Manasota (FL) Chapter ASA
(941) 426-3885
P.O. Box 18934
Sarasota, FL
Support Services
Disability Advocacy, Support Organization

Data Provided By:
Beyond the Spectrum, Inc
(941) 447-4336
5224 Paylor Lane
Sarasota, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Educational Advocacy, Residential, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
THE ABA NETWORK
(941) 896-7431
5014 25TH STREET EAST
BRADENTON, FL
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Floortime, Private School (Autism Only), Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Pinnacle Academy, Inc.
(941) 755-1400
6215 Lorraine Road
Lakewood Ranch, FL
Support Services
Academic Assessments, Early Intervention, Private School (Multi-disability), Schools, Ages 5 years and Up
Ages Supported
1-5 Grade,6-8 Grade,Kindergarten,Preschool

Data Provided By:
Molly Renner
(941) 321-4330
4161 Eastwood Dr
Sarasota, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Other, Play Therapy, Social Skills Training, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Joshua H. Rosen
(941) 921-7111
4370 S. Tamiami Trail, #324
Sarasota, FL
Support Services
Legal Services

Data Provided By:
Beyond the Spectrum
(941) 907-3443
7037 Professional Parkway East
Sarasota, FL
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Camps, Floortime, Play Therapy, Private School (Multi-disability), RDI, Schools, Ages 5 years and Up, Schools, Preschool, Typical, Social Skills Training, Summer Camp/ESY, Support / Tutoring, Verbal Behavior
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
The ABA Network, LLC
(941) 896-7431
5014 25th St E
Bradenton, FL
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Early Intervention, Schools, Ages 5 years and Up, Social Skills Training, Support / Tutoring, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Center for Autism Resources and Education
(941) 758-4529
6215 Lorraine Road
Lakewood Ranch, FL
Support Services
Support Group Meetings, Training/Seminars
Ages Supported
Adult

Data Provided By:
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Teaching Students With Autism About Their Learning Strengths And Weaknesses

Teaching students with autism about their learning strengths and weaknesses

Michelle Garcia Winner

Over the years, I observed so many students get upset by the fact they had “autism” or “Asperger’s Syndrome” or “ADHD” and in as much as they could verbalize these terms aloud they still didn’t seem to understand what their learning challenges actually were.

I also observed many adults explaining to students that the reason they were having difficulty socializing, studying, and learning was that they had “autism” or “Asperger’s Syndrome”, or “ADHD.” I thought this was a really abstract way of explaining to a student with limited abstract thinking how best to understand their own learning challenges. I also have observed that for many of our smart but socially not-in-step students, that they were using their label as an excuse for not working at learning new ideas; they interpreted the fact that they had a diagnostic label as a reason to not continue to learn.

I was also inspired by the writings of those who describe learning abilities and challenges given the framework that each of us have strengths and weaknesses with regards to our own brain’s design of our multiple intelligences (See books by Dr. Mel Levine and Howard Gardner).

Strengths and Weakness Lesson
The lesson I developed is about teaching our students and adults how to understand their social learning challenges in the context of their overall abilities and then how they can use their strengths to learn more strategies related to their weaknesses.

I have done this lesson with students as young as 8 years old and as old as they come.

The lesson is very simple. To save explaining it all with words, see the below chart:

graph

Here are some basic things I do as I develop this type of chart with the student:

1. Each chart is completely personalized for the person I am developing it with. It does not work at recording actual test scores showing actual competencies. The chart is about how the student perceives their own strengths and weaknesses. For this reason, you can create any categories you want.

2. Determine ideas for posting on the chart by taking time to talk to the student and listening to what they enjoy doing and what they feel they do well.

3. Always start by graphing out the strengths. It is good to have many perceived strengths. Again, strengths are not about listing academic tasks exclusively. If someone says they are really good at playing a specific computer game or Legos then we write specifically that into one category.

4. It is also important to find some areas where the student perceives they are just OK at that task, not good, nor bad. They perceive themselves to be similar to the average person in that area of functioning. With kids, you can use language such as:

a. “First tell me what you think you are really good at compared to other kids you know.”

b. After you have listed 3-5 then say, “Now tell me something you are OK at, that you a...

Click here to read the rest of this article from Autism Support Network